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The Human Body System. By: Brody Disbennett. Analyze Learners~. This lesson is designed for students in 3 rd Grade At this age level students should have a background of bones in general. There are no special skills or needs required for this unit. State Objectives -WV CSO’s.

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The human body system l.jpg

The Human Body System

By: Brody Disbennett


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Analyze Learners~

  • This lesson is designed for students in 3rd Grade

  • At this age level students should have a background of bones in general.

  • There are no special skills or needs required for this unit.


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State Objectives-WV CSO’s

  • SC 3.2.3 Support statements with facts found through research in reference books, science related magazines, and the internet.

  • SC. 3.2.7 Interpret data presented in a table, graph, map, or diagram and use it to answer questions and make predictions and inferences based on evidence.

  • SC 3.3.1 Identify that systems are made of parts that interact with one another.

  • SC 3.3.2 Use models of representations of real things.


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Selected Methods, Media, and materials

  • Skeletal Model

  • Heart Model

  • Pencils

  • Computer

  • Poster Board

  • Butcher paper

  • Scissors

  • Markers


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Wesites Used

  • Http://kidshealth.org/kid/body/muscles_noSW.html

  • http://www.kidshealth.org/kid/how_the_body_works.html

  • http://web.buddyproject.org/web019/web019/bvessels.html

  • http://faculty.washington.edu/chudler/facts.html

  • http://sln.fi.edu/giantheart/facts.html


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Utilize Media and Materials

Day One

-I will introduce the Human Body System

-I will ask questions such as “Have you ever broken a bone?” and, “Do you know what the name of that bone is?”

-I will become specific with the Skeletal System


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Day 2

  • I will show students a website that shows the skeletal system

  • I will give them a worksheet to color the bones and give them a word bank to label the bones listed. (only a few)

  • If time, I will give them a health Trivia worksheet to introduce the muscular system.


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Day 3

  • Quizzing the students on the first half of the bones

  • Pair up with a partner, and trace their partner’s body on a piece of butcher paper.

  • The students will label and draw as many bones as they can.


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Day 4

  • Begin by giving students a 2nd quiz on the rest of the bones.

  • Introduce the Heart and how it works the cardiovascular system.

  • I will have them run in place to see how fast they can get their heart to beat.

  • The students will write down what else they can do to keep their body healthy.


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Day 5

  • Review of the cardiovascular System

  • Work on worksheet that combines muscular and cardiovascular systems

  • Introducing of the Nervous System

  • Watch a movie on the Brain

  • Ask students questions that happened a week ago to show that the brain is responsible for remembering.


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Day 6

  • Worksheet on the brain

  • Arrange students into groups and ask each group to create a diagram of a major body system that we have talked about.

  • I will combine their drawings in a book and call it “The Human Body System”


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Day 7

  • I will have them look over the book that they have designed

  • Reviewing of the systems and book.

  • Ask them which one fascinated them the most.


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Require Learner Participation

  • My Interaction Websites keep them interested

  • Exploring the systems on their own

  • Creating diagrams of their friends

  • Running in place and walking around the room for cardiovascular

  • Group activities by making the book.


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Evaluate and Revise

  • Students learning and achievement will be evaluated by their quizzes as well as their partner work and their daily assignments and worksheets.

  • They will be evaluated on their overall Human Body System book that they work on as a class that will be done at the end of the unit.


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